Purpose This study explores how cognitive operations, psychological processes and behavioral aspects intersect to enable timely PhD completion, drawing on the author’s accelerated doctoral journey. It addresses a gap in doctoral education research that rarely integrates these dimensions through an autoethnographic lens. Design/methodology/approach Using an autoethnographic methodology, the author critically reflects on personal experiences throughout the doctoral journey, supported by data sources such as journals, task logs, correspondence and workshop notes. A layered narrative and thematic analysis were employed to link lived events to established theories, including self-regulated learning, emotional intelligence and social capital. Findings Timely completion emerged from the synergy of three factors which: cognitive operation, psychological processes and behavioral actions. The narrative also reveals micro-level decisions and emotional turning points often overlooked in quantitative studies. Research limitations/implications As a single-subject autoethnography, findings are context-bound and not statistically generalizable. However, they provide rich insight into the lived mechanisms of doctoral success and highlight the potential of qualitative, narrative-based approaches for advancing doctoral research. Originality/value This study contributes a rare integrative perspective linking cognitive, psychological and behavioral factors with excellent performance in doctoral completion, offering a first-person insider account grounded in theory. It provides actionable implications for institutions and supervisors to adopt holistic support structures that foster these intertwined dimensions, particularly for candidates aiming for accelerated graduation.
Chouayb Larabi (Tue,) studied this question.